PASSAGE FOUR

得病以前，我受父母宠爱，在家中横行霸道。一旦隔离，拘禁在花园山坡上一幢小房子里，我顿感打入冷宫，十分郁郁不得志起来。一个春天的傍晚，园中百花怒放，父母在园中设宴，一时宾客云集，笑语四溢。我在山坡的小屋里，悄悄掀起窗帘，窥见园中大千世界一片繁华，自己的哥姐、堂表弟兄也穿插其间，个个喜气洋洋。一霎时，一阵被人摒弃、为世所遗的悲愤兜上心头，禁不住痛哭起来。

How to Solve Research Problems?I. 【T1】______【T1】______— Problem: hard to devise a thesis or topic— Solutiona)Digest your notesb)【T2】_____ aspects of the subject that interest you【T2】______c)Read researches in the same aread)Change the chosen topic if necessarye)Start with something【T3】_____【T3】______II. False start— Problem: a well-begun project turns out to be【T4】_____【T4】______— Solution 1a)If time allows:【T5】_____【T5】______b)If not: make different use of the same material— Solution 2a)Choose a different【T6】_____ of the initial idea and material【T6】______b)Chop out parts and replace them with new materialIII. Getting bogged down— Problem: lost【T7】_____ in the subject【T7】______— Solutiona)Take a(n)【T8】_____【T8】______b)Use a different writing strategyc)Do it from a different angleIV. Changing your title or subject— Problem: repeated【T9】_____ end up in a completely different topic【T9】______— Solutiona)Know what you intend to dob)Think about the【T10】_____ of new evidence【T10】______c)Resist the temptation to make【T11】_____ changes【T11】______V.【T12】_____【T12】______— Causesa)An interesting discoveryb)【T13】_____【T13】______— Solutiona)Create a realistic timetable or a schedule of workb)【T14】_____【T14】______c)【T15】_____ a new cut-off date【T15】______

As quoted in Tuesdays with Morrie by Mitch Albom, what is wrong with being number two? Nevertheless, under the competitive conditions that many of us face, being number two is not, generally, the result of trying to come in second. The following is an article presenting comments of being number two. Read it carefully and write your response of NO LESS THAN 300 words, in which you should: 1. summarize briefly the author's opinion; 2. give your comment When we think about it honestly, trying to be "number one" in a competition is not so healthy for one's character. If I can only succeed by putting you down, doesn't that make me wish for you to fail, more than drive me to succeed? You have to wonder about professional sports leagues. Every team begins the season thinking and hoping that they will win the championship. Yet everyone knows that only one team will be smiling at the end of the season. Every other team will look back at the season as having been a failure. Why? Because we have created a society which preaches that if you are not the best, then you are not worth much. No one really believes the old sports saying, "It's not whether you win or lose, it's how you play the game." The other often-quoted saying is everyone's real philosophy, "Winning isn't everything; it's the only thing." We live in an environment that motivates through rivalry. And this is a tragedy. As E.R. Holman said, "The desire to win must be wedded to an ideal, an ethical way of life. It must never become so strong that it dwarfs every other aspect of the game of life." Even our schools have student-comparison charts on the bulletin board to determine who knows the material best. The focus has shifted from "who knows things well" to "who knows things best." If all I have to do to be successful is to beat you, it's a whole lot easier to cause you to do worse than me, rather than to get myself to do better than you. The result students will not push themselves to truly reach their personal maximum if all they have to do to flourish is defeat someone else. And what happens to the weaker students who know that they cannot actually win the competition? What is their drive to do their best? Does it really make sense to reward the brightest students more for easily winning than the slower ones who are doing their best? It is true that "The envy of scholars increases wisdom", but this does not mean we should compete with someone else. We are supposed to observe the accomplishments of those around us, learning from them in motivating ourselves to excel as best as we can. We don't rival others; we learn from their example. Yes, we should be competitive, but only with ourselves. If I ran the track in 10 minutes last week, let me try to run it in 9 minutes today. Winning does not have to mean defeating someone else. It can be accomplished by struggling against ourselves, trying to improve upon our personal past performance. We don't have to be Number One. We can be Number Two or even Seventy-three, as long as we are striving to attain personal greatness. May God grant us life and prosperity in both the spiritual and physical realms and may He guide us to become all that we can be.

Today, the outbreak of AIDS has given a new sense of urgency to sex education. However, whether to perform sex education in schools for students at a younger age is being given increasing importance. In the following excerpt, the journalist reports the current situation about sex education in the United States. Read the report carefully and write your response in about 300 words, in which you should: 1. summarize briefly the author's opinion; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. The debate over whether to have sex education in American schools is over. A new poll by NPR, the Kaiser Family Foundation, and Harvard's Kennedy School of Government finds that only 7 percent of Americans say sex education should not be taught in schools. Moreover, in most places there is even little debate about what kind of sex education should be taught, although there are still pockets of controversy. Parents are generally content with whatever sex education is offered by their children's school, and public school principals, in a parallel NPR/Kaiser/Kennedy School survey, report little serious conflict over sex education in their communities nowadays. Nearly three-quarters of the principals (74 percent) say there have been no recent discussions or debate in PTA, school board or other public meetings about what to teach in sex education. Likewise, few principals report being contacted by elected officials, religious leaders or other people in their communities about sex education. However, this does not mean that all Americans agree on what kind of sex education is best. There are major differences over the issue of abstinence. Fifteen percent of Americans believe that schools should teach only about abstinence from sexual intercourse and should not provide information on how to obtain and use condoms and other contraception. A plurality (46 percent) believes that the most appropriate approach is one that might be called "abstinence-plus"—that while abstinence is best, some teens do not abstain, so schools also should teach about condoms and contraception. Thirty-six percent believe that abstinence is not the most important thing, and that sex education should focus on teaching teens how to make responsible decisions about sex.Advocates of abstinence have had some success. Federal funds are now being made available for abstinence programs; in his State of the Union address President Bush called for an increase in the funding. And in spite of the fact that only 15 percent of Americans say they want abstinence-only sex education in the schools, 30 percent of the principals of public middle schools and high schools where sex education is taught report that their schools teach abstinence-only. Forty-seven percent of their schools taught abstinence-plus, while 20 percent taught that making responsible decisions about sex was more important than abstinence. (Middle schools were more likely to teach abstinence-only than high schools. High schools were more likely than middle schools to teach abstinence-plus. High schools and middle schools were equally likely to teach that abstinence is not the most important thing. ) In many ways, abstinence-only education contrasts with the broad sex education curriculum that most Americans want—from the basics of how babies are made to how to put on a condom to how to get tested for sexually transmitted diseases. Some people thought that some topics were better suited for high school students than middle school students, or vice versa, but few thought any of the topics suggested were inappropriate at all. Write your response on ANSWER SHEET FOUR.

"Virtue is knowledge." is a well-known proposition of Socrates, while a saying also goes, " Knowledge is the mother of all virtue. " Then virtue and knowledge, which makes a better person? The following are opinions from two sides. Read the excerpts carefully and write your response in about 300 words, in which you should: 1. summarize briefly the opinions from both sides; 2. give your comment. Marks will be awarded for content relevance, content sufficiency, organization and language quality. Failure to follow the above instructions may result in a loss of marks. Lorraine Smith Pangle from the US: I try to trace the argument for the primacy of virtue and the power of knowledge for long, and Socrates was more aware of the complex causes of human action and of the power of irrational passions. Yet many of Socrates' teachings in fact make it difficult for humans to be the rational creatures that he at first seems to claim. As I see it, virtue is not knowledge in any ordinary sense, but true virtue is nothing other than wisdom. D. F. Liu from China: Today higher education is developing very rapidly, but the behaviors of the students get increasingly unbearable. So, traditional virtue becomes more and more important and urgent in campus cultural construction. We emphasize the significance of traditional virtue for university student; learning to be a man before one learns knowledge. Anurag Roy from Britain: Someone once remarked that while ignorance was the curse of God, knowledge was the important power of wings which carried one to heaven. I remember a famous Sanskrit verse says that an educated person is honored everywhere. It is knowledge that has equipped man with the limitless power with which man dominates over all beings who are physically much stronger than him. Knowledge has significantly helped him to conquer the nature and this conquest has prompted human progress and civilization. Khwaja from Afghanistan: Knowledge brings power to life. But the power that comes from knowledge should be used for the progress of mankind and not be misused. Unfortunately, however, the power of knowledge is being used by many more and more for destructive purposes. Let us hope that all human being will understand the power and importance of knowledge in life. Robertson from Uganda: I can still remember the role of knowledge formation and knowledge acquisition in my personal life. I spent my childhood in traditional African context. It was knowledge that directed me through my period as a student and a freedom fighter. During my leadership of Uganda, it was still knowledge that saved my country which was initially in need of drastic recovery and development, later in need of stable concentration on economic development. Gene from Grace: Morality is essentially the knowledge of knowing what is right and what is wrong. Though some may not realize it, our moral compasses guide us each and every day in making decisions, from thinking about how to best save money to protect those who cannot protect themselves. Morality is vitally important because it directly affects the behavior and action of a person, which, in turn, cause other consequences outside the control of that person. In this cold, lonely world that we live in today, what is more important than the love which binds us together and warms our souls? Write your response on ANSWER SHEET FOUR.

那还是几年前的一个早晨，在太阳刚刚升起来的时候，踏着熹微的晨光，到一个离旅馆不远的菜市场去。到了邻近菜市场的地方，市场的气氛就逐渐浓了起来。熙熙攘攘的人群，摩肩擦背，来来往往。许多老大娘的菜篮子里装满了蔬菜海味鸡鸭鱼肉。有的篮子里活鱼在摇摆着尾巴，肥鸡在咯咯地叫着。老大娘带着一脸笑意，满怀愉快，走回家去。

Passage Three

What was the first language? How did language begin, andwhere and when? Until recently, a sensible linguist would likely to【S1】______respond to such questions with a shrug and a sigh. As Bernard Campbell states flatly in Humankind Emerging, "We simply do notknow, or never will, how or when language began. " It's hard to【S2】______imagine a cultural phenomenon that's less important than the【S3】______development of language. And yet no human attribute offers lessconclusive evidence regarded its origins. The mystery, says Christine【S4】______Kenneally in her book The First Word, lies in the nature of thespoken word: For all their power to wound and seduce, speech is our【S5】______most ephemeral creation; it is little more than air. It exits the bodyas series of puffs and dissipates quickly into the atmosphere. There【S6】______are no verbs preserved in amber, no ossified nouns, and no prehistorical shrieks forever spread-eagled in the lava that took themin surprise. The absence of such evidence certainly hasn't【S7】______discouraged speculating in the origins of language. Over the【S8】______centuries, many theories have been put out, and just about all of【S9】______them have been challenged, discounted, and often ridiculed. Eachtheory accounts for only a small part of whatever we know about【S10】______language.

这次使命还标志着中国航天计划的最大成就，因为中国的航天计划由于现代史上的动乱而受阻，先是20世纪50年代末期的大跃进，后是70年代的文化大革命，航天计划不但放慢，有时甚至停止。路透社在发自北京的新闻报道中说，这次发射成功突出表明中国成为一支新兴力量。中国是安理会常任理事国，如今寻求更积极的外交，它是世界上经济发展最快的国家之一，并被选为2008年奥运会的主办国。

[此试题无题干]

PASSAGE TWO

[此试题无题干]

改革开放胆子要大一些，要敢于试验。冒一定的风险是必要的。不冒点风险，办什么事情都有百分之百的把握，万无一失，谁敢说这样的话?一开始就自以为是，认为百分之百正确，没那回事。我就从来没那么认为。每年领导层都要总结经验，对的就坚持，不对的就丢掉或赶快改，新问题出来抓紧解决，无论是打仗还是搞改革，都经不起慢腾腾的决策。在很多情况下，都要冒险试一试，然后一边前进一边改正自己的错误。

PASSAGE THREE

里奇先生怕老婆。

Developing an Advertising Campaign Generally speaking, four major steps are involved in the development of an advertising campaign.I.【T1】 1 and analyzing the advertising target【T1】 2A. Have【T2】 3 of your advertising target【T2】 4— critical: it is the【T3】 5 of other steps【T3】 6B.【T4】 7 to develop an information【T4】 8base for the campaignII.【T5】 9 the advertising platform【T5】 10Advertising platform refers to the selling pointswhich an advertiser thinks are important to【T6】 11.【T6】 12One of the best ways to determine what the selling points areis through【T7】 13.【T7】 14III. Developing the media planA. Formulation of a media plan involves— the【T8】 15 of exact media【T8】 16— time arrangement with each mediumB. Factors to be considered in this step include— characteristics of【T9】 17【T9】 18— the【T10】 19 of media【T10】 20— the【T11】 21【T11】 22IV.【T12】 23【T12】 24A Execution of an advertising campaign requires muchplanning and【T13】 25【T13】 26B. Detailed【T14】 27 are required to ensure everything【T14】 28is done on timeC.【T15】 29 of the quality of work is also necessary【T15】 30to make improvements Developing an Advertising Campaign Generally speaking, four major steps are involved in the development of an advertising campaign.I.【T1】 31 and analyzing the advertising target【T1】 32A. Have【T2】 33 of your advertising target【T2】 34— critical: it is the【T3】 35 of other steps【T3】 36B.【T4】 37 to develop an information【T4】 38base for the campaignII.【T5】 39 the advertising platform【T5】 40Advertising platform refers to the selling pointswhich an advertiser thinks are important to【T6】 41.【T6】 42One of the best ways to determine what the selling points areis through【T7】 43.【T7】 44III. Developing the media planA. Formulation of a media plan involves— the【T8】 45 of exact media【T8】 46— time arrangement with each mediumB. Factors to be considered in this step include— characteristics of【T9】 47【T9】 48— the【T10】 49 of media【T10】 50— the【T11】 51【T11】 52IV.【T12】 53【T12】 54A Execution of an advertising campaign requires muchplanning and【T13】 55【T13】 56B. Detailed【T14】 57 are required to ensure everything【T14】 58is done on timeC.【T15】 59 of the quality of work is also necessary【T15】 60to make improvements

Classicism as a doctrine seeks what is universally truth and good.

Effective Note-takingThe difficulty of taking notes: Note-taking requires a high level of abilitydue to the【T1】______ of spoken language.【T1】______I. Before taking notes:A. Be sure of the【T2】______of yours and the speaker's.【T2】______B. Review relevant background materials if【T3】______.【T3】______II. While taking notes:A. Understand the new words by【T4】______the meanings from the context.【T4】______B. Study carefully the【T5】______, which usually implies【T5】______the most important information.C. Catch the speaker's【T6】______through tone, gesture, repetition and【T6】______illustration on the board.D. Pay attention to the speaker's indirect(7)to indicate what is important,【T7】______like changes in speed, volume or【T8】______.【T8】______E. While writing down the main points, develop a system of mechanics:jotting down【T9】______: using shorthand, abbreviations and symbols:【T9】______leaving out【T10】______ words.【T10】______F. While selecting words to write down, pick those having the【T11】______【T11】______information, like nouns, verbs or【T12】______, and those indicating【T12】______the proceeding direction of the lecture, like【T13】______.【T13】______III. After taking notes:A Review and【T14】______ them as soon as possible.【T14】______B.【T15】______ notes with others to learn from them.【T15】______